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Oct 01, 2014

Discouraging Disruptive Student Behaviors

Often, disruptions are the result of different expectations on the parts of faculty and students. What we as faculty members view as inappropriate behavior for the classroom, students may view as quite normal. For example, we might view texting during class as disrespectful. Students, by contrast, likely view this as a routine activity and quite normal. In the spirit of “the best offense is a good defense,” I offer these ideas on ways to prevent disruption before it occurs. Keep the lines of communication open A comprehensive syllabus that details all of your policies and expectations makes it easier for… More

Author: francine_glazer

Sep 24, 2014

Building Global Competencies

This fall at Assessment Day, NYIT faculty members discussed techniques for building global competency by taking advantage of the diverse students we have in our classrooms. The Discovery Core includes the following description of global competency: Students can identify interdependencies among cultures and are able to collaborate effectively, participating in social and business settings globally. Upon graduation, students will be able to:  Recognize the impact of the global interconnectedness of issues, processes, trends, and systems on their academic specializations and worldviews. Practice well-researched oral, written, visual, and digital communication in its diverse cross-cultural forms. Describe a complex global issue from… More

Author: francine_glazer

Sep 17, 2014

Assignment Planning Guide and Questions

Here are some things to consider and questions to ask yourself when planning an assignment. Assignment description: A brief overview (one or two sentences) about the assignment. Why are you giving the students this assignment? Which learning outcome(s) is it designed to measure? Who is the (perhaps hypothetical) audience for the assignment: academicians, people working in a particular setting, or the general public? What assistance can you provide to students while they are working on the assignment? For example, are you willing to critique drafts? How will you score or grade the assignment? The best way to communicate this is… More

Author: francine_glazer

Sep 10, 2014

Making the Most of “Reporting Out” After Group Work

Have you seen the following scenario take place? Students are engaged in some form of group work in class; think/pair/share, working through an assignment, or simply brainstorming ideas in small groups. The students may start out slowly, but soon they are actively engaged, everyone is sharing their ideas and the class is filled with energy. Then, it’s time for “reporting out” the learning. Very quickly the energy is sucked from the room. Students don’t pay attention because they are busy thinking of what they will say, there is a lot of repetition, and some students simply tune out. After observing… More

Author: francine_glazer

Sep 03, 2014

Design Motivating Courses by First Identifying Why Students are (and are not) Motivated

When we think about how to motivate students, we might assume our students will be motivated by the same goals and values that motivated us, but often that is not the case. If we try to motivate students with the wrong incentives, students disengage from classes and assigned learning activities, avoid doing more than the minimal work needed to get by, fail to use mentoring and tutoring opportunities we create, do not employ effective study strategies we suggest, or behave defensively, feigning understanding and avoiding tasks they believe might challenge their ability to perform. In the long run, all of… More

Author: francine_glazer

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